I have taught a 2/3 multi age, and this year will be doing 3/4 and looking forward to it. In the past, I have always used the higher-level Word Wall words for my spelling. We studied them for the month, and then had a test on them at then end. I also included some challenge words from the Nifty Fifty list as well as 'transfer words' (i.e. if you can' spell 'write' how do you spell 'writing?'). I found this system effective because the students seem to actually learn the words and trasfer them into their writing rather than simply memorize a new list weekly. I have read about those who have students choose their own words. This is such an interesting concept. If you do this, exactly how do students choose their words, and do you still incorporate a Word Wall into your room? I would find it so difficult to find time to do both. Thanks for your input!
Spelling for me has been an ever evolving challenge. I have used grade level books with weekly tests. I have also had the kids create their own lists, and have had small groups generate lists with me. I always, always have had the kids test one another, instead of me testing the class. They like this, and they have always been trustworthy about it.
As for the word wall, I have a hard time keeping up with it. I liked the way you described it, though. I put up a high frequency list, but only with what I call the "oddball" words, words that don't fit a common phonetic pattern. When we are doing writer's workshop and they are editing, these words are the words they are responsible for spelling correctly each time. Before they conference with me, they need to make sure all those words are correct. They are commonly missed and commonly used words, but by the end of the year, most kids have them down.
What has worked well for me is that when working on a phonics pattern or grammar pattern students come up with a list together in a small group with me. We can discuss the words, and why some words they suggest don't follow the pattern, often creating another addition to the high frequency or oddball list. The homework is a packet that has activities but no words listed, the kids add these after our meeting. I usually have 3 or 4 groups, and while they aren't meeting with me they are playing games or working on skill sheets independenly. When they have met with me, they usually get started on their HW right away.
I have also let this evolve into small groups creating the lists by themselves, with a sheet that has an explanation and a pattern. As I go around the room, I can look at the lists. If the students misspell words on the list they made, those are their spelling words. I also have cards that contain the top word wall words for various grade levels (only identified by color of card stock, the kids don't know) and they choose words from the list or from their writing. The kids do a trail page for spelling as part of Writer's Workshop, and this can be used as well. I have them write their lists for me, and I keep them until Friday, when the kids test one another. They have to have 14-20 words, depending on the year, no matter how they come up with them.
I tried doing individual lists and there is a good website where the teacher explains how she did it. I liked the folders, but ended up only doing this once, as I don't like inhibiting journal writing with worry over spelling and being tested.
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I have used ideas from Words Their Way, but I don't want to dedicate daily periods to spelling, or the lengthy assessments, so I have never done it completely. I do use the games and lists from those books though, and they are great.
This year, I am going to change EVERYTHING I do, and we are going to study the etymology of the English language, begining with Anglo-Saxon words and work our way up. I am not going to test, but they will have an individual list they are responsible for in their published writing, and later in the year, all of their writing.
If your state is AL, AK, DE, HI, MA, MT, NM, ND, RI, SD, UT, VT, WA, WY or DC, we need you for our postcard exchange. Just send me an email with your school address, and I'll get you signed up! Thanks, Monica
I am going to be teaching a gifted 5/6 split this year for the first time, and would love any and all feedback you have to offer. Last year I taught 3rd grade, so this year will be quite a change on many fronts. My biggest concern is teaching math, as it is so grade specific, and I would love to know what other teachers are doing out there. Also, if you have a sample schedule of how you break down your day I'd really appreciate it. Thanks!!
I am going to be teaching a 5/6 split. This will be my very FIRST teaching job! How should I run the class? What tips do you have etc... [email removed]
On 8/02/06, Sonja wrote: > On 7/19/06, Shana wrote: >> I am going to be teaching a gifted 5/6 split this year for >> the first time, and would love any and all feedback you >> have to offer. Last year I taught 3rd grade, so this year >> will be quite a change on many fronts. My biggest concern >> is teaching math, as it is so grade specific, and I would >> love to know what other teachers are doing out there. Also, >> if you have a sample schedule of how you break down your >> day I'd really appreciate it. >> Thanks!! > > Hi! > > I, too, am going to be teaching a 5/6 split this year! I > taught 5th grade for 5 years several years ago, and have > taught 6th grade for a few years recently, but never a split! > I have been searching all summer for links/resources for > combination classes, but haven't had much luck. > > We have to teach curriculum to the standards, so there is no > thematic teaching to both of the grades. No combining of the > two, so to speak. It will be a challenge! Where do you find > the time to teach both grades their separate curriculums and > do them both justice?! > > I would love to chat/correspond more with you. Let me know > if you're interested. You're the first 5/6 combo teacher > I've 'met'.
JCOn 8/02/06, Sonja wrote: > On 7/19/06, Shana wrote: >> I am going to be teaching a gifted 5/6 split this year for >> the first time, and would love any and all feedback you >> have to offer. Last year I taught 3rd grade, so this year >> will be quite a change on many fronts. My biggest concern >> is teaching math, a...See MoreOn 8/02/06, Sonja wrote: > On 7/19/06, Shana wrote: >> I am going to be teaching a gifted 5/6 split this year for >> the first time, and would love any and all feedback you >> have to offer. Last year I taught 3rd grade, so this year >> will be quite a change on many fronts. My biggest concern >> is teaching math, as it is so grade specific, and I would >> love to know what other teachers are doing out there. Also, >> if you have a sample schedule of how you break down your >> day I'd really appreciate it. >> Thanks!! > > Hi! > > I, too, am going to be teaching a 5/6 split this year! I > taught 5th grade for 5 years several years ago, and have > taught 6th grade for a few years recently, but never a split! > I have been searching all summer for links/resources for > combination classes, but haven't had much luck. > > We have to teach curriculum to the standards, so there is no > thematic teaching to both of the grades. No combining of the > two, so to speak. It will be a challenge! Where do you find > the time to teach both grades their separate curriculums and > do them both justice?! > > I would love to chat/correspond more with you. Let me know > if you're interested. You're the first 5/6 combo teacher > I've 'met'.
For a short article on this important topic, click below. Find the titles for 68 others by clicking on Teacher articles at the bottom of the praise one.
Our project centers around a stuffed puppy named Ollie! He wants to travel across the country meeting children from each state. We are looking for a participating class from EACH OF THE 50 STATES!
TO LEARN MORE… [link removed].
Ollie will travel around the country. He will have time to visit each class for ONE DAY ONLY. Be sure to pack a ton of fun into your special day with Ollie! We want to hurry him along on his journey so that he is able to make a full trip around the United States before school lets out for summer (many let out in May)!!
Each class will send a postcard to the other classes to let them know that Ollie has arrived safely. We can learn more about your area if you also include other information about your state.
Please also send 1-2 paragraphs by email describing what your class did with Ollie. Include digital pictures and/or links to your classroom or school web pages! I will add this to his online travel journal, so all classes can keep track of his travels!
IF YOU ARE INTERESTED IN SIGNING UP, please copy and paste the following information into an email and send it to [email removed]
I hope you will join us!! Thanks! Karen
CONTACT INFORMATION: Full Name: "School Name" (ex. Mrs. Stamp): Grade: School Name: School Address: School City, State, and Zip: Work Phone Number (including area code): Email: Classroom (or School) Web Address: [link removed]:
I am looking to train a staff of 50 on implementing multi- age classrooms ages 0-2 and 3-5. Does anyone know of a good video on this topic? I would really appreciate any suggestions!
I will be teaching a 3/4 split class in September. I'm in desperate need of guidance. Teachers are supportive in my building but can't offer me help because they're not sure how to run a split class either. I will have about 24 students and just me. If anyone can help me out, either by emails or sending me some websites, or activity ideas, I would SO appreciative!!!!!
Stephanie...don't panic think of it this way you.. have a group of students with different skills just like you would have in a regular classroom. Do some "testing" so you can see were the kids grade level wise are... In the math area you can group by skills... you are going to have fourth graders who are behind and some third graders who are ready for 4th grade skills. The same thing will happen with reading and language arts. I used novels instead of the basel...check with your librarian she maybe able to find enough copies for your groups. The one big thing you will have to work on is parent PR and keep reminding them that the grouping is not a promotion or demotion but rather filling in missing holes or letting a student moving ahead from skills they have mastered. There is no reason why a third grader reading on a fourth or fifth grade level has to be stuck in the third grade skills they already have. My son was made to read the same basel twice "because that was where the middle of the road was in his classroom " talking about wanting to snatch someone bald! For language arts I used writing workshop (Caulkins) with an Author's Chair. One of the first thing the class did was create a class charactor. I drew!..we stated with the head and went around the classroom so everyone had a chance to add features. Once we were finished we stared adding attributes... from there I taught the various skills they needed... all built around the character. I made a copy of the character for their notbooks. Some years we had a large poster of the character and a list of the skills it was acquiring... Didn't use this all the time that get boring. Science and social studies have to be done by grade level but I blended when I could overlap. The class was grouped by grade there were some years where I would if I had very advanced kids blend them into the edge of the higher grade...never used that method with the below grade groups....they needed all the positives they could get. SOMETHING you need to consider very early is the disruptors...if you have serious ones (not slow learners) but the ones who take learning time from the class ...YOU DO NOT NEED them in the classroom...you do not have the TIME to deal with them ...It is sort understood in the teaching world they should never be placed in slits... if you end up with some go talk to the powers that be.. If you can handle it inivite the parents to visit the classroom...no sitting watching... they work with their students level group. When I worked with my splits (3/4, 5/6, 4/5) I often used ideas from gifted and talented web sities.. used google alot. Good Luck Jo S >
On 8/06/06, Stephanie wrote: > I will be teaching a 3/4 split class in September. I'm in > desperate need of guidance. Teachers are supportive in my > building but can't offer me help because they're not sure > how to run a split class either. I will have about 24 > students and just me. If anyone can help me out, either by > emails or sending me some websites, or activity ideas, I > would SO appreciative!!!!!
I did this last year and it was great. Math is by far the most difficult, so here is what I did- I also touched a little on reading and spelling...
Reading: In addition to my read alouds, and SSR, students kept reading response notebooks and reading logs. They worked on book reports several times during the year, and also did whole class shared reading and small literature circles (ungraded, based on interest and skill.) I am also very fond of shared inquiry discussions with Junior Great Books and used the 3rd grade stories for this periodically. Students also worked on comprehension packets from 2nd, 3rd, 4th, and 5th grade books. I would just hand them out packets already with their name on it, no groups like blue or red. It was just individual work that they kept in a folder. It is important when looking at your curriculum, to get books from a grade down and a grade above.
Math: We use TERC Investigations, and I would begin with a mini-lesson, and then send them off to work on the project. Those that needed help would work in a small group with me, and those that finished early would work on extra challenge work in the same concepts. For example, during multiplication, some were still working on understanding basic concepts, some were applying their understanding in group or individual work (worksheets, short projects, investigations, games) and others would be independently working on challege material, such as working with larger numbers. It worked really well, and we often let an interest develop into long term integrated projects that they could work on independently when work was finished. For example, we ended up doing a design project that used adding, subtracting, multiplying and geometry as well as art and writing. We did our regular lesson, then when they were done would work on these.
Math Choice is really helpful. I used a checklist, and they had to finish maybe 5 activities during a week or so. I made folders, and for instance, if one of the choices was problem solving there was an envelope papercliped to each side of the foler, one with easier problems and one with harder. They were very good at figuring out which was right for them, and if they chose something too hard or easy we could talk about it.
I had to do a lot of planning for specific skills. For example, we do "Morning Message" which is essentially seat work. On Monday, I may give everyone the same addition and subtraction sheet. I would then check these and split them into groups, those who get it all correct, and then those who missed certian things, like regrouping or maybe missed more than 5. I would then make a new sheet or copy sheets related to the specific skill. I would put their names on them and set them out. The kids would find their sheet and work on it independently. Sometimes they looked to see who was doing their sheet, but mostly, they were oblivious to who was where and it helped differentiate without having small groups for things that just needed extra practice.
My spelling program changed thoughout the year. I began by using the spelling books (grades 3-6 depending on skill) but found it was too much to make copies. It was a huge pain! I had the kids work with a partner in a different group and give the tests to each other. I did this throughout the year. I ended up splitting the kids into groups based on their needs, ranging from working on phonics patterns to greek and latin roots (for those kids who can spell everything.)
Each week I would pull each group aside and work with them for about 15 minutes on a pattern, say "tion" and "sion." We would come up with a list of 14 words and they would write them on the front page of their packet. The inside of the packet was blank except for instructions and left spaces for them to do various activities with whatever words the small group picked, say, alphabetizing, drawing pictures, writing stories, looking words up, etc. Each group had the same packet, but since they created their own word lists, I only had to make copies of the packet and pass it out. Near the end of the year, I would have them e-mail me the lists, and they really liked that.
Anyway, while I was working with the small groups the rest of the class was playing various spelling games, like boggle, scrabble, quiddler, spellwell, and some games I invented with dice and things. They also worked on packets that went along with their skill from "explode the code" or a greek and latin program I can't remember the name of. I mostly used the explode the code books to guide my instruction.
Hope this helps. E-mail me if you like: [email removed]
Once I have all 50 states plus Wash. D.C. filled, I will send out an email with a list of the participating teachers and ways to incorporate this exchange into your curriculum. Also, I will snail mail FREE LABELS to make your life easier. Please contact me now if you would like to join. I need one teacher from each state listed above. By October 1st each participating teacher will need to send a postcard to each participating teacher. Thanks for your help. Contact me if you have questions. :)
I teach 4th grade in Illinois and am interested in this post card exchange. Please let me know if you can use me.
Thanks.
Mary
On 8/08/06, Allison Spencer wrote: > Please email me if you teach in one of these states and > are interested in joining a postcard exchange: > > AK, ID, KS, MT, NE, RI, SD, VT, WY, and Washington, D.C. > > Once I have all 50 states plus Wash. D.C. filled, I will > send out an email with a list of the participating > teachers and ways to incorporate this exchange into your > curriculum. Also, I will snail mail FREE LABELS to make > your life easier. Please contact me now if you would like > to join. I need one teacher from each state listed > above. By October 1st each participating teacher will > need to send a postcard to each participating teacher. > Thanks for your help. Contact me if you have questions. :) > > Allison/MO/5th
Any advice on materials, and/or websites that have helped run a 1/2 mulitage classroom. I know centers are very important. I am concerned on how to blend the two curriculums. Please give me any good activities that were used in the beginning of the year to make the class more like a family, instead of two different grades. I have read this is very important too!
I am also new to the multi-age/combined class. I am teaching a 2/3. I "kept" my 3rd graders, the 2nds are new. I partnered them up from the first day, so each 2nd had a mentor. We did a lot of talk about how to help and how not to help. We also did a project the first week where the partners had to interview eachother. They cut out letters and spelled out their partners names, and colored and glued pictures on the back of the things that were important about their partner. I even heard discussion about what color their partner would like, etc. The compliments and conversations were incredible.
I am a true split for Math (Everyday Math), but I try to combine the class for Reading, Spelling, and Writing. Science will be a challenge. We've got Mastery Testing for our Thirds in the spring.
Spelling for me has been an ever evolving challenge. I have
used grade level books with weekly tests. I have also had the
kids create their own lists, and have had small groups
generate lists with me. I always, always have had the kids
test one another, instead of me testing the class. They like
this, and the...See More